Desert Eyre. Riverine. Yandruwandha. Danggali. Bindjali. Nakako. Mirning. Adnyamathanha

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1 Luritja Desert Eyre Nakako Yandruwandha Mirning Adnyamathanha Aboriginal education for all learners in South Danggali Riverine Ngargad Bindjali Australia A beginner s guide to DECS Aboriginal education This map (portion of Aboriginal Australia) is not suitable for use in Native Title and other Land Claims This map indicates only the general location of larger groupings of people, which may include smaller groups such as clans, dialects or individual languages in a group. Boundaries are not intended to be exact. To see the map of Aboriginal Australia go to then Educator Support Aboriginal education for all learners in South Australia page 1

2 Laureat of the Jan Amos Comenius Medal In 1994, the South Australian Aboriginal Education Unit, Department of Education and Children Services (Australia) became a Laureat of the UNESCO Jan Amos Comenius Medal The Medal, one of UNESCO s most prestigious awards, is intended to acknowledge the work of those educators who have made a significant contribution to the development or renewal of education. More precisely, it is designed to reward outstanding achievements in the fields of educational research and innovation and exceptional examples of personal devotion to education and the ideals of UNESCO demonstrated throughout an important part of one's life. This document represents the culmination of many years of consultation with a very wide range of Aboriginal educators and Aboriginal people in the community. It will be regularly updated and available on the website together with a wide selection of other support materials. Whilst increasing numbers of Aboriginal learners are now achieving academic success in courses as diverse as medicine, science, teaching, management, anthropology, archaeology, natural resource management and more, Aboriginal learners are, as a group, achieving at rates far below other learners. Aboriginal cultures, experiences and values are still not sufficiently valued by many educators and consequently many parents and carers of today's Aboriginal learners have negative feelings about the education system. The past cannot be changed but there is much that present and future educators can do, and which some are doing, to assist Aboriginal learners to achieve equal outcomes with other learners. A range of strategies are included in this paper. Department of Education and Children s Services, South Australia Aboriginal education for all learners in South Australia page 2

3 CONTENTS General information 4 Map of Aboriginal Australia 4 Acknowledgement of country 4 Special dates 4 Aboriginal flag and Torres Strait Islander flag 4 DECS Reconciliation statement 5 Policy 6 Sensitive terms and issues 7 Working with Aboriginal learners 9 Valuing diversity of learners 9 Career and further study options for learners 9 Valuing home languages 10 Explicit contextual teaching strategies 11 Addressing hearing loss 12 Attendance and retention 12 Countering racism 14 Aboriginal perspectives for all learners 15 Aboriginal perspectives in SACSA 13 Suggestions for Aboriginal studies units of work R-2 18 Suggestions for Aboriginal studies units of work Suggestions for Aboriginal studies units of work Suggestions for Aboriginal studies units of work Suggestions for Aboriginal studies units of work Aboriginal perspectives across the curriculum Arts 26 Design and technology 27 English 28 Health and Physical Education 29 Languages 29 Mathematics 30 Science 30 Society and environment 32 Resources 34 Downloads from 38 Working with Aboriginal hourly paid instructors 42 Aboriginal education support services 44 Aboriginal education for all learners in South Australia page 3

4 General information Acknowledgement of country An acknowledgement of country is a way that non-indigenous people can show respect for Aboriginal heritage and the ongoing relationship of traditional owners with the land. Please ask your local Aboriginal community/communities which culture or cultures to acknowledge. Examples follow: General acknowledgement I/we would like to acknowledge that this meeting is being held on the traditional lands of the (appropriate group) people or We acknowledge and respect the traditional custodians whose ancestral lands we are meeting upon here today. We acknowledge the deep feelings of attachment and relationship of Aboriginal people to country. We also pay respects to the cultural authority of Aboriginal people visiting/attending from other areas of South Australia/Australia present here. Acknowledgement of Kaurna country The acknowledgement below can adapted for the Adelaide region. Ninna Marni - (A Kaurna phrase for "Hello, how are you?") We would like to acknowledge this land that we meet on today is the traditional lands for Kaurna people and that we respect their spiritual relationship with the country. We also acknowledge the Kaurna people as the custodians of the Adelaide region and that their cultural and heritage beliefs are still as important to the living Kaurna people today. We acknowledge the diversity of Aboriginal peoples, past and present. Special dates Reconciliation week is always 27th May to the 3rd June each year. Sorry day, always on 26th May each year, is called Journey of healing in South Australia. See more page 6. NAIDOC is the first full week of July, that is beginning on the first Sunday of July. NAIDOC week often falls in school holidays in South Australia so many schools celebrate Aboriginal culture in Aboriginal cultural awareness week (see below). For more information on NAIDOC week visit or telephone Dame Roma Mitchell Scholarship is awarded each year to two year 10 Aboriginal students to support them to complete the SACE. Applications are open in 4th term each year - contact Aboriginal Education and Employment Services, tel: Aboriginal cultural awareness week is the first week of September which begins on a Monday a good opportunity to celebrate Aboriginal cultural learning with Aboriginal community members. Crocfest will be held from 4-6 September 2007 in Port Augusta. Map of Aboriginal Australia Each colour on the map represents a different Aboriginal language group while the red lines divide language families. Large copies of the map can be purchased from book and map shops for use in schools. For more information go to originalaustralia/ Australian Indigenous flags Aboriginal flag Torres Strait Islander flag For more information, search Australian flags. Aboriginal education for all learners in South Australia page 4

5 Reconciliation statement for schools and children s services The Department acknowledges the strength, courage and survival of Aboriginal peoples, their status as traditional custodians of the land and recognises the impact of past history relating to land, cultures, languages and families. Education has a critical role in supporting Reconciliation and so we make a professional commitment: to recognise our shared past, foster understanding and work together for a shared future in which all people are treated with respect and dignity to support and encourage educational opportunities to consult local Aboriginal communities, Elders and traditional custodians to ensure that all learners in care and at all stages of schooling undertake studies to celebrate, value and learn from and about Aboriginal peoples, including diversity of histories, cultures, languages, achievements and issues, past and present to incorporate Aboriginal perspectives throughout the curriculum where appropriate to provide opportunities for positive interactions amongst and between Aboriginal people and other Australians in education sites and elsewhere, in person and by other means to implement culturally appropriate strategies for Aboriginal learners to achieve equitable learning outcomes through literacy, numeracy and learning technologies to promote the use of recommended resources: print, video, audio, CD, on-line, as well as relevant locations and cultural instructors to support employment of Aboriginal people at all levels, and to actively support and implement a range of strategies to value human rights, to counter stereotyping, institutional and personal racism across all cultures and nationalities. Aboriginal education for all learners in South Australia page 5

6 Reconciliation field trips for educators Each year there are Aboriginal studies/reconciliation field trips for educators to learn from a range of Aboriginal people in their 'country'. Places visited include the Coorong, Yorke Peninsula, Marree/Lake Eyre and Flinders Ranges. To find out more go to Reconciliation week Reconciliation week is always from the 27th May to the 3rd June each year. These two dates recognise significant dates for Aboriginal people. On 27th May 1967 the Australian people voted in a referendum to include Aboriginal people in the Australian Census and empower the Commonwealth Parliament to make laws for Aboriginal people. On 3rd June 1992 the High Court made its historic decision in the Mabo case, acknowledging native title and overturning the 'lie' of Terra Nullius, a country belonging to no-one. Journey of Healing (Sorry Day) events 26th May each year Sorry day, always on 26th May each year. In South Australia it is generally referred to as the Journey of healing. The Bringing them home report, about the stolen generation was tabled in Federal parliament on this day in In 1998 over half a million people signed sorry books and took part in ceremonies on Sorry Day. In May 1999 this peoples movement launched the Journey of Healing in South Australia. On 26th May each year there is a Journey of Healing event in Tarndanyangga (Victoria Square) with information stalls representing the various missions and organisations involving the 'stolen generation'. The event includes musical performances. School groups are welcome to visit from 10am - 3pm. Resources for Reconciliation and Journey of healing Stolen generation resources Adaptable year 3-4 Reconciliation ideas to share Allendale East Reconciliation ideas to share Eastern suburbs kindergarten strategies Mt Gambier North Primary School Reconciliation unit of work Pasadena Kindergarten Reconciliation strategies Reconciliation ideas for Aboriginal schools Reconciliation ideas to adapt or adopt Reconciliation strategies for share Aboriginal education for all learners in South Australia page 6

7 Policy DECS Aboriginal strategy Focus areas include: More innovative and cohesive services Participation, retention and attendance Literacy and numeracy Culturally appropriate curriculum and teaching Read more at original.pdf South Australia s Strategic Plan TARGET T4.5 Understanding of Aboriginal culture Aboriginal cultural studies included in school curriculum by 2014 with involvement of Aboriginal people in design and delivery. KEY MEASURE: Aboriginal cultural studies in schools (baseline: 2006). TARGET 6.1 Aboriginal wellbeing: improve the overall wellbeing of Aboriginal South Australians KEY MEASURE: Wellbeing of Aboriginal South Australians TARGET T6.18 Aboriginal education early years (new): increase yearly the proportion of Aboriginal children reading at age appropriate levels at the end of Year 1. KEY MEASURE: Year 1 literacy rates (data expected to be available in 2007). Australian Direction in Indigenous Education _Indigenous_Education_ pdf This document includes recommendations relating to: Early Childhood Education School and community educational partnerships School leadership Quality teaching Pathways to training, employment and higher education Enabling process Aboriginal education for all learners in South Australia page 7

8 Other relevant policy The National Aboriginal and Torres Strait Islander Education Policy A National Strategy for the Education of Aboriginal and Torres Strait Islander Peoples The National Goals for Schooling The National Statement of Principles and Standards for more culturally inclusive schooling in the 21st Century SACSA (The South Australian Curriculum, Standards and Accountability Framework) National Indigenous English Literacy and Numeracy Strategy For details, go to: sa.edu.au > Policy Sensitive terms and issues An Aboriginal person is a person of Aboriginal descent, who identifies as being an Aboriginal person and who is accepted as such by the Aboriginal community (Commonwealth Government definition) There are some secret/sacred aspects of Aboriginal culture which are inappropriate for classroom teaching. This will include details of initiation ceremonies, men's business and women's business. Please respect this without question. If unsure, check with Aboriginal education personnel or Aboriginal organisations. The appropriateness or otherwise of particular terms changes over time, as in all cultures. There are terms which are generally preferred and others to avoid but be aware that there are differences of opinion amongst Aboriginal and Torres Strait Islander peoples. If unsure about terms, check with local Aboriginal people or Aboriginal education personnel. Generally preferred terms at the time of writing include the following: Aboriginal Dreaming stories, Torres Strait Islander legends, Aboriginal people/s, Indigenous Australian people/s, Torres Strait Islanders, language group, nation, names of specific language groups (see map of Aboriginal Australia for examples. Use capital A and I for the words Aboriginal and Indigenous. Use the term Dreaming or Creation stories rather than myth, legend, Dreamtime. Torres Strait Islanders do use the term legend. Dreaming stories explain creation of the land and all its features as well as the law and spiritual understanding. Show on the map of Aboriginal Australia where each story comes from. If learners ask Is the story true? ask them to explain what the story teaches about behaviour and if this is true. Have learners respectfully listen and respond to similar stories from other cultures. Terms to avoid as they may offend include coloured, half-caste, fullblood, tribe, corroboree. Be aware that the didgeridoo is traditionally an instrument from northern Australia but is now a contemporary instrument throughout Australia. Check handling and playing protocol with your local Aboriginal community. Social Protocols for working with Aboriginal people and their communities is an excellent 19 page document containing advice for working with Aboriginal people. It can be downloaded at publications/data/pdfs/soc ialprotocolsaboriginal- July2005.pdf Aboriginal education for all learners in South Australia page 8

9 The terms invasion and settlement can raise strong emotions but use critical thinking with learners to explain that invaders often invade then leave whereas settlers stay, ultimately dispossessing original peoples. Terms used by Aboriginal people to refer to themselves can include the following but check locally before using them. Anangu Pitjantjatjara and Yankunytjatjara people of north west of South Australia Indigenous people/s first people/s or first nations people/s around the world Koori or Koorie Murri or Murrie Nala Nunga New South Wales or Victoria parts of Queensland Arabana (Marree/Lake Eyre) some parts of South Australia but it also means how are you in Adnyamathanha language of the northern Flinders Ranges Nyangka or Nhangka South West South Australia Nyoongah Palawa Yolngu Yura south west of Western Australia Tasmania Arnhem Land in Northern Territory Adnyamathanha (northern Flinders Ranges) Teach about Aboriginal people today as well as about Aboriginal people s history and explain how all cultures change over time and sometimes there is cultural revival, as there is now with many groups. Aboriginal art When teaching about Aboriginal art, show learners examples from different parts of Australia of traditional art (canvas, bark, bodies, artefacts, rocks) which tells Dreaming stories as well as contemporary art which may or may not tell a story. Cover of Aboriginal art and the Dreaming Explain examples of symbols from Aboriginal art as well as from life today (eg $@<>, map symbols, religious symbols, flags and more). Involve Aboriginal artists in the classroom. Learners should not copy Aboriginal art unless an artist encourages this, as all art is copyright. Learners are encouraged to tell their own important stories (eg life story, important event, family tree) using symbols and art styles they develop themselves. They can use red and concentric circles if they come up with those ideas themselves in telling their own stories but respect the wishes of the local Aboriginal community on this. (Image at right) An educator s artwork which symbolically shows his childhood memories of growing up on a farm with a later move to the cold, grey city. He developed his own symbols, inspired by Aboriginal art, to tell his own story of importance. Cover of Aboriginal artists in South Australia Aboriginal education for all learners in South Australia page 9

10 Working with Aboriginal learners Valuing diversity of learners Recommended strategies include: acknowledging that Aboriginal learners are a diverse group with different cultures, languages, traditions and customs and are as different from each other as learners in all cultures acknowledging that Aboriginal learners have the same ranges of learning potential as other learners, engaging in learning from many different entry points and taking as many differing learning pathways being flexible allowing that Aboriginal learners sometimes live in and/or between extended family households establishing and continuing positive relations with Aboriginal families and community members as valuable support people implementing curriculum which provides interconnectedness between the school and community so that Aboriginal learners to see their experiences and cultures reflected in the curriculum acknowledging that many Aboriginal learners feel shame at being spotlighted and most respond to educators who show them respect and who obviously care for them as individuals respecting cultural norms in interpersonal relationships, eg some Aboriginal learners may avoid eye contact as a sign of respect or in acknowledging shame and some may experience discomfort with direct questioning being flexible, explicit, having high expectations but with supportive backup, providing multiple entry points, negotiating and caring addressing deficit views of others which may have arisen from prejudice or ignorance learning from and interacting with a variety of Aboriginal role models in person, through information technology or recommended print, audio or video resources developed by and/or with Aboriginal people seeking further support from Aboriginal Education personnel Aboriginal learning styles myth or fact Everyone has preferred learning styles and these can vary over time and according to context. What is important for teaching is to cater for everyone s strengths and build on their weaknesses. Julia Atkin refers to Integrated Learning in this respect while Howard Gardner refers to multiple intelligences. To find out your own learning styles strengths, test yourself at this free site In 1980, Stephen Harris published in Culture and Learning: Tradition and Education in Northeast Arnhem Land his theory of Aboriginal learning styles which incorporated the following five strategies. Aboriginal education for all learners in South Australia page 10

11 Learning by observation and imitation rather than by verbal instruction: or learning by looking and copying, not by talking. Learning by personal trial and error rather than by verbal instruction with demonstration: or, learning by doing, not by talking plus demonstration. Learning in real life, rather than by practice in artificial settings: or learning by real life, not by 'practice'. Closely related to this is learning 'wholes', not sequenced parts, or learning by successive approximations of the efficient product. Learning context-specific skills, versus generalisable principles: or, learning skills for specific tasks rather than learning generalisable principles. Person-orientation in learning, not information-orientation: or focus on people and relationships rather than on information. Though this theory was very influential, it is now contested. Aboriginal people throughout Australia have as wide a range of preferred learning styles as the rest of the population. Two papers that are relevant reading can be accessed on the web sites listed. and Career and further study options for learners Recommended strategies include: ensuring each Aboriginal student has an Individual Learning Plan for consistent individual case management arranging for each Aboriginal student to have a mentor whose role could include career awareness and support in arranging work experience and/or part-time employment ensuring access to Aboriginal role models and information about a wide range of career and study options including Aboriginal role models in the curriculum from early to senior years across the curriculum. Aboriginal role models, a list of resources, can be downloaded odels_re_1.pdf refering to the DECS Youth Engagement Team website for information about career development; enterprise and vocational learning; individual learning plans; mentoring, personalised learning Aboriginal education for all learners in South Australia page 11

12 Valuing home languages Recommended strategies include: recognising that many Aboriginal learners are English as second language learners and that there may be many differences between their varieties of Aboriginal English and Standard Australian English. For information about ESL support, go to as well as recognising that Standard Australian English is the language of power which provides access to services, education, legal and political systems. As such, it is essential that students become proficient in its use but not at the expense of home language conveying understanding of the link between Standard Australian English and power within Australian society: teaching awareness of school way and home way behaviour and language explicitly teaching appropriate contexts for Standard Australian English (reports, essays, business letter) or Aboriginal language/aboriginal English (dialogue in a play, diary, poetry or song) using English as a second language strategies (including 'ESL in the mainstream') incorporating a focus on oral interaction, especially critical in the early years, as many Aboriginal learners are developing and will continue to develop skills in the literacy of Standard Australian English learning and valuing similarities and differences between Standard Australian English and Aboriginal languages and varieties of Aboriginal English from learners, members of the local community, written, audio or other resources. See Aboriginal perspectives for all learners English and Languages sharing examples in the classroom of Aboriginal languages and varieties of Aboriginal English through storytelling, songs, plays, life stories using resources recommended in Aboriginal voices: activities and resources for English, see also appendix: Aboriginal languages and Aboriginal English' reading more about Aboriginal English through the following resources or those which can be found on the Aboriginal Education website implementing strategies from the following resources, most of which are available for loan through the Aboriginal Education Resource Centre: Children come and talk, Catherine Dinos, DECS available from SERU tel: or fax A resource which helps assess Aboriginal children s oral language when beginning school and when necessary throughout early and primary years. Deadly ways to learn, Education Department of Western Australia, tel Langwij comes to school: promoting literacy among speakers of Aboriginal English and Australian Creoles, Commonwealth Aboriginal education for all learners in South Australia page 12

13 Department of Employment, Education and Training, undated Making the jump: a resource book for teachers of Aboriginal students, Rosalind Berry and Joyce Hudson, Catholic Education Commission of Western Australia, Talkin' language: Indigenous languages in school and early childhood programs, Department of Education, Training and Employment, Adelaide Teaching English as a second language to Indigenous students, multi-media package, Anangu Education, Northfield 1998 Explicit contextual teaching strategies Explicit strategies include: Accelerated literacy, a program part funded by DECS and schools. For information, contact Bronwyn Parkin, DECS, Parkin.Bronwyn@saugov.sa.gov.au or tel: Contextual teaching and learning: a strategy for improving educational outcomes for Aboriginal learners (available from Aboriginal Education Resource Centre) Maths 300, a collection of mathematics activities published through Curriculum Corporation PD may be available through Dare to Lead Time for Talk is a WA Education Department resource, excellent for developing and incorporating oracy in classrooms and to support the learner s acquisition of Standard Australian English. Other recommended strategies include: using a range of learning opportunities that use explicit, age appropriate strategies that link the learners' home/community literacy and numeracy practices, knowledge, skills, abilities and experiences with those required for success in a variety of contexts negotiating ways to achieve SACSA outcomes, key competencies, essential learnings teaching about the purposes and demands of schooling and how the system works rigorous teaching and learning which recognises the importance of and contributes to positive self-identity of Aboriginal learners assisting learners to value: recognised learning completion of school programs and qualifications vocational learning: knowledge, skills and experience indigenous identities: individually and connections with culture and community implementing strategies from Working purposefully with Aboriginal students, Howard Groome, Social Science Press, Australia 1995 Aboriginal education for all learners in South Australia page 13

14 Addressing hearing loss Recommended strategies include: acknowledging that a majority of Aboriginal learners suffer from intermittent hearing loss which greatly affects their learning facing learners when speaking to allow lip reading to occur practising clear verbal and non-verbal communication strategies, using visual cues to complement verbal locating learners where they are best able to hear improving the acoustics in the classroom (eg curtains, pin-ups screens, carpet, amplification systems) using explicit teaching strategies to support the learners acquisition of Standard Australian English educating for healthy lifestyles though nutritious foods, hygienic practices seeking support from speech pathology, hearing impairment and Aboriginal education services see also the section Health and Physical Education Access and use Children come and talk, Catherine Dinos, DECS available from SERU tel: or fax A resource which helps assess Aboriginal children s oral language when beginning school and when necessary throughout early and primary years. Access and use Do you hear what I hear, a teaching resource, Education Department of Western Australia, and/or other resources about otitis media from the Aboriginal Education Resource Centre or search online Brochures for Aboriginal parents on attendance are available from District Aboriginal Education personnel. Attendance and retention Recommended strategies include: providing welcoming and safe learning environments flexibility to allow for mobility of many Aboriginal learners valuing of individuals and cultures explicit teaching clear monitoring, recording and communication of learning between sites flexible units of work that may be developed in the form of discrete modules or compact courses acknowledging and valuing learner s community cultural experiences in the curriculum, including assessment related to learning and communication Aboriginal education for all learners in South Australia page 14

15 positive communication with families and carers regarding support services available in the community following up non-attendance consistently and in a sensitive and appropriate manner. implementing collaborate case management strategies collaborating with school and district support from Aboriginal Education and Attendance personnel sharing information from the Attendance brochure available from District Aboriginal Education personnel printing copies for students of the Attendance Note Pad developed by the Department of Education in Victoria. use the simple graphic tool from the link below ool.xls Read how one school has worked to improve and sustain the attendance of their Aboriginal students. Salisbury North R-7 School is Primary school in the northern suburbs of Adelaide, with 17% Indigenous student population. Health and well-being Use recommended resources including: Whatever it Takes(29KB) nks/whatever_it_take_1.doc Mind Matters Indigenous Perspectives: a mental health promotion program for secondary schools which includes: a resource for schools (kit available from Aboriginal Education Resource Centre) a national professional development and training calendar a dedicated and growing website an evaluation process Nunga kids don t need puiya (cigarettes): teachers guide and video, both available from the Aboriginal Education Resource Centre Rethinking drinking (Indigenous perspectives) ews/key_issues/drug_education/rethinking_drinking.htm Nunga kids don t need puiya resource Aboriginal education for all learners in South Australia page 15

16 Countering racism Many Aboriginal people are still confronted daily with person and institutional racism and this affects their wellbeing. It is up to everyone to make right this wrong. Recommended strategies for countering racism include: dealing sensitively and appropriately with racist behaviours in the classroom, staff room, in school structures, policies and in the community adapting and implementing critical literacy strategies from Countering racism, DETE 2000, available for loan from Aboriginal Education Resource Centre, a curriculum document focusing on whole school staff and the English learning area at junior secondary level explicitly teaching about the delicate balance between cultural pride and ethnocentrism actively implementing anti-racism policies and grievance procedures all persons treating all other persons with dignity and respect understanding and valuing Aboriginal experiences and issues past, present and for the future explicitly teaching strategies to counter racism, using skills of critical analysis or critical literacy, to deconstruct the concept of racism including reasons for racist behaviour, effects of it on perpetrators and victims, as well as ways to counter it teaching Aboriginal studies and perspectives through recommended resources and approaches including learning from Aboriginal people respond to strategies in the book Racism No Way and website referring learners and others to factual information about common misconceptions about Aboriginal people in publications such as Face the facts (Human Rights and Equal Opportunity Commission) seeking support from district Aboriginal Education personnel monitoring the implementation the Reconciliation statement for schools and children s services, see this document implementing drama strategies from the video/book kit Seeing through different eyes suitable for middle years (6-9) learners and available from the Aboriginal Education Resource Centre or district Aboriginal Education personnel. This process is especially suitable for schools which have few if any Aboriginal students. Implementing learning from Voices of Australia: 30 years of the Racial Discrimination Act: Around 100 stories about people s experiences of race relations in Australia over the past 30 years. See more at Audio interviews can be downloaded to hear and experience the stories directly. Free copies (while stocks last) can be obtained from the Human Rights and Equal Opportunity Commission, tel: , fax Aboriginal education for all learners in South Australia page 16

17 Aboriginal perspectives for all learners Policy South Australia s Strategic Plan includes: TARGET T4.5 Understanding of Aboriginal culture Aboriginal cultural studies included in school curriculum by 2014 with involvement of Aboriginal people in design and delivery. KEY MEASURE: Aboriginal cultural studies in schools (baseline: 2006). Aboriginal perspectives in the SACSA framework equity perspectives must be represented across the curriculum. the knowledge and cultures of those groups in society that have the least power and who are most vulnerable should form a central focus of curriculum content and practice. SACSA framework, SACSA framework, General introduction, p 20 a cohesive and diverse society requires each child and student to develop a growing understanding and knowledge of Aboriginal and Torres Strait Islander people s heritage, experiences and issues past, present and future and to engage all learners in a process of furthering the aims of Reconciliation. SACSA framework, General introduction, p 20 The SACSA Framework and Reconciliation The official curriculum is always an artefact and process of its time. The SACSA Framework is being implemented during a unique and significant period of reconciliation between Indigenous Australians and other Australians. The SACSA Framework consciously and systematically reflects this moment in time by requiring all educators in incorporate Aboriginal and Torres Strait Islander peoples perspectives in their curricula and pedagogies. SACSA framework, General introduction, p 20 The SACSA framework includes explicit examples of Aboriginal perspectives and opportunities for many others. In particular, the Society and environment: Societies and cultures strand includes explicit key ideas and outcomes related to understanding of Aboriginal peoples, cultures, histories and issues as well as Reconciliation (see society and environment in this document). Defining Aboriginal and Torres Strait Islander studies and perspectives Aboriginal and Torres Strait Islander studies are units of work focusing on Aboriginal and/or Torres Strait Islander peoples and their lands, histories, cultures and/or issues. Such units are usually embedded in society and environment but because of their holistic nature, can achieve outcomes across the curriculum. Aboriginal education for all learners in South Australia page 17

18 Aboriginal and Torres Strait Islander perspectives are relevant perspectives in all other units of work, for example, environment studies, poetry, weather. The two approaches are complementary. It is critical to include both approaches, because to teach only one way conveys to learners that the other way doesn't matter. Learners need comprehensive understanding achieved through Aboriginal and Torres Strait Islander studies to appreciate Australia's unique cultural heritage and to understand the importance of perspectives in other units of study. Suggestions for Aboriginal perspectives in all learning areas follow. Additional information can be found in Aboriginal perspectives across the curriculum and Aboriginal perspectives on the early years publications, the Aboriginal Education Resource Centre, Aboriginal Education personnel and the website When planning a unit of work consider the following: What do the learners already know? Which SACSA outcomes are you trying to achieve? What examples of evidence might show that learners have achieved learning outcomes? How might you involve the teacher librarian, Aboriginal Education Worker, parents and/or other caregivers of Aboriginal learners, hourly paid cultural instructors, Aboriginal organisations and district Aboriginal Education personnel? Can support materials be accessed through DECS Tape Services (low cost videos) Aboriginal Education Resource Centre. Can you build in a visit from an Aboriginal career/study role model, a relevant excursion, mapping activities, sharing learning via electronic methods with Aboriginal education personnel? Caution with resource based learning Those using resource-based learning methods should take care to ensure that learners do not have access to unsuitable resources, whether in the school library or on-line. Outcomes may not reflect intentions and may reinforce stereotyped or prejudiced views if resource based learning is used alone as a method without involving Aboriginal people and recommended curriculum and resources (see list at the end of this handout). To find out if other resources are recommended, contact the Aboriginal Education Resource Centre. The DECS book Aboriginal voices: activities and resources for English has descriptions and reviews of a wide range of recommended resources. Aboriginal education for all learners in South Australia page 18

19 Using relevant and effective methods Ideally learners should learn directly from Indigenous Australian people when learning about their cultures. When this is not possible in person, it can be facilitated through recommended resources, such as books, songs, audio, video and electronic links developed by and with Aboriginal people and/or through telephone, fax and video communication. Teaching methods should include strategies which help to develop learners understandings and empathy as well as those which develop skills and knowledge. Methods should actively involve learners, allow for a variety of learning styles, develop skills in critical analysis and involve Aboriginal and Torres Strait Islander people, their stories and viewpoints. Recommended methods include: role play viewing listening reading researching writing artefact making puppetry storytelling computing field trips and excursions comparing and contrasting small group work critical literacy guest speakers observing food preparation mapping visual arts, drama, dance imaginative writing and much more Mapping Aboriginal studies from early to senior years By mapping Aboriginal and Torres Strait Islander studies across the school and between primary and secondary schools, repetition is avoided and prior learning is built on. Units of study typically extend from five to ten weeks for years R 10, to one or two semesters at SACE Stage 1 and 2. To enable learners to differentiate their current and prior learning and help avoid the comment We ve done this before, units of study in Aboriginal and Torres Strait Islander studies will have a range of titles, for example: Adnyamathanha studies ; Thukeri the bony bream ; Aboriginal people, geology and mining. Suggestions for R-12 Aboriginal studies units of work are on the following pages. Aboriginal education for all learners in South Australia page 19

20 Suggestions for Aboriginal studies for Early years R-2 SACSA Key idea: Children identify and explore patterns in the traditional stories, practices and present day lives of Indigenous and non-indigenous Australians, and peoples elsewhere in the Asia-Pacific region. F In C KC1 KC6 p 312 Society and Environment, Cultures Strand Suggested strategies Learn from Aboriginal people about how cultures (ways of life) change over time including how the Dreaming is relevant today. Traditional Australian Indigenous stories are often referred to as Aboriginal Dreaming stories or Torres Strait Islander legends and sometimes as creation stories. Listen to, retell and respond to a range of Aboriginal Dreaming stories, Torres Strait Islander legends and traditional stories from the Asia-Pacific region. Retell the stories orally, through visual arts, song, dance and drama, including puppetry and role play. Use computers to make animated films of traditional stories, eg claymation and present learning using Photostory. Learn spelling of relevant words. Children explain the relevance of the stories. Identify and explore patterns in the stories, eg how they explain how to behave (rules for living), creation of landforms (environment), animals, birds, fish and people and the unseen (spirit world). Map where the stories come from and acknowledge the diversity of peoples using large maps of South Australia, Australia, Asia and the Pacific. For mathematical and science perspectives, compare features in stories using life-size drawing activities, eg of fish, birds, animals and comparing Aboriginal and common names. Visit locations of stories if possible, interacting with local Aboriginal people who can explain similarities and differences between traditional life and present day life. Visit places such as the South Australian Museum which has the largest collection of Aboriginal artefacts in Australia as well as an excellent Pacific Islands gallery. Both galleries have a range of videos to view. Visit the Botanic Gardens with an Aboriginal guide to learn about bush foods. Invite Aboriginal and Torres Strait Islander other people from Asia and the Pacific to visit the school for cultural activities. Use readers which depict a range of Aboriginal people and themes, past to present. Learn some words from Aboriginal languages using songs and actions. SACSA Standard: 1.8 At Standard 1, towards the end of Year 2, the student: Listens to and retells local Aboriginal stories and stories from cultures other than their own, and explains their relevance for Australians. F In C KC2 p 313 Society and Environment, Cultures Strand Aboriginal education for all learners in South Australia page 20

21 Suggested resources DECS curriculum resources and many other resources listed below are available in many schools or can be loaned from the Aboriginal Education Resource Centre. Video tapes marked * are available from DECS Tape Services Download the following handouts from Aboriginal Dreaming stories and Torres Strait Islander legends as a source of cultural information. This download lists a range of South Australian Dreaming stories as well as relevant activities. Dreaming stories and birds Download advice on identifying local birds, their features and behaviours, linking to Dreaming stories about birds, ways to draw realistic illustrations and how to involve Aboriginal people. Astronomy activities where children track shadows from the changing movement of the sun in the class or yard, identify directions, observe the moon in the daytime and respond to Aboriginal Dreaming stories about the sun and moon. Thukeri, the bony bream: a Ngarrindjeri Dreaming story DECS Unit of work with story and activities about sharing, respect, technology, healthy food Urrakurli, wakarla and wildu: an Adnyamathanha Dreaming story DECS Unit of work exploring the role of extended family, respect, diversity of appearance of birds. Children locate on maps, country of particular Aboriginal groups. Mar, the cockatoo: a Boandik Dreaming story DECS unit of work with Mar* video from DECS Tape Services, a story from the Mt Gambier area about birds and fire. Winda, the owl: a Narungga Dreaming story DECS A unit of work and video about an owl, dingo and curlews, and the importance of caring for children. Bobtales* video of animated Western Australian Dreaming stories based on children s artwork. The Dreaming DVD series which includes a wide range of animated Dreaming stories from around Australia. It is available at low cost to schools which are members of the Dare to Lead Coalition. Narungga, Kaurna and Ngarrindjeri songs audio tape and book from Kaurna Plains Aboriginal School. Enjoy songs about Aboriginal culture, past and present from these or other sources. Going for Kalta: hunting for sleepy lizards at Yalata Jukurrpa Books, IAD Press, Alice Springs 1988, Yalata children today hunting for and cooking. Kaurna palinna, audio tape and songbook available from Kaurna Plains Aboriginal School. Songs which include Kaurna language, that of the Aboriginal people of the Adelaide plains. Aboriginal education for all learners in South Australia page 21

22 Suggestions for Aboriginal studies for primary years 3-5 SACSA Key idea: Students enhance their skills in learning from, and communicating and interacting with, groups, including Aboriginal and Torres Strait Islander communities. They do this to value cultural diversity and play a part in Reconciliation. In T C KC2 p 252 Society and Environment, Cultures Strand Suggested strategies Students learn from a diversity of Aboriginal people and Torres Strait Islander people and other groups. They can do this in person or through highly recommended resources (see below) or through electronic media. Students value cultural diversity and contribute to Reconciliation through this process. Students recognise prejudice and practise ways to counter it. See page 14 in this document for strategies and resources. Suggested resources DECS curriculum resources and many other resources listed below are available in many schools or can be loaned from the Aboriginal Education Resource Centre. Video tapes marked * are available from DECS Tape Services Nanna s gift Omnibus Books, 1998, story by Margaret Brusnahan, a Ngarrindjeri woman, a story about having a purpose in life. Fly Peewee, fly! film by an Aboriginal film maker about a boy, his nanna, dad and a bird. Download teaching notes. Dabu, the baby dugong: Kazi Dhangal, Magabala Books Make puppets and retell the Torres Strait Islander story of the dugong whose extended family care for him after his mother is killed. Science: Sun and moon activities from Astronomy and Australian Indigenous peoples String-making activity from the Aboriginal perspectives across the curriculum folder supplemented by a guided tour at the SA Museum and the video The Aboriginal art of string making by Rick Roser, Keeaira Press, PO Box 539, Southport, Q. Down the hole, Edna Tantjingu Williams and Eileen Wani Wingfield, Jukurrpa Books 2000, picture book about stolen generation issue. Pilawuk: when I was young, A biography by Janeen Brian, Era Publications 1996 Moorditj, CD Rom sent to all schools featuring performing and visual artists and writers Flytrap, a funny, witty novel about storytelling by Meme McDonald and Boori Monty Pryor, Allen and Unwin, 2002 Two bob mermaid* video set in 1957 in a country town when Aboriginal children weren t allowed to swim in the town pool SACSA Standard 2 and 3 Outcomes: 2.8 towards the end of Year 4, the student Describes the diversity amongst Aboriginal and Torres Strait Islander peoples and their cultures, past and present, and moves for Reconciliation. F T C KC2 p 253 Society and Environment, Cultures Strand 3.8 At Standard 3, towards the end of Year 6, the student: Learns from rural and urban Aboriginal peoples and other minorities about their histories and present day experiences, and acts to counter prejudice. F T C p 315 Society and Environment, Cultures Strand Aboriginal education for all learners in South Australia page 22

23 You and me, Murrawee, Kerri Hashmi and Felicity Marshall, Viking, Penguin Books 1998, an illustrated story about two girls enjoying the river environment, two hundred years apart My place, Nadia Wheatley and Donna Rawlins, Collins Dove, Melbourne 1987, the story of a house/place and its various occupants over time. Undertake a comparison of children s lives in Kakadu, Uluru and the Rainforest based on the Sharing culture book series by Steve Parish Publishing. Ngarrindjeri Dreaming stories, Ngarrindjeri people and environment: past, present and future and Ngurunderi video from SA Museum. Eight stories are included together with suggestions for teaching activities, as well as learning about Ngarrindjeri people today, Ngarrindjeri bush foods and history through role play of the past 200 years. The stories include: Witj Witj and Ngaut Ngaut, stories and activities about revenge, hunting, safety in the bush Mulyawongk and Waatji pulyeri, stories which involve ecological sustainability, valuing of diversity, punishment for greed and cheating Jolok and Ngurunderi stories about respect, environmental features, law, diversity of fish. Explore common and diverse features of Aboriginal visual art based on the books Aboriginal art and the Dreaming and Aboriginal artists in South Australia and through interaction with Aboriginal artists, including basket weavers. Reconciliation, a unit of work for primary years involving learning from Aboriginal people, arts, family trees, the 'stolen generation' and bullying. Aboriginal education for all learners in South Australia page 23

24 Suggestions for Aboriginal studies for middle years 6-7 SACSA Key idea: Middle years 6-9 Students develop research and social skills that promote recognition and appreciation of the heritage of Australia's Aboriginal and Torres Strait Islander peoples and other groups. They develop the capacities to identify and counter prejudice and contribute to Reconciliation. F T C KC1 p 314 Society and Environment, Cultures Strand Suggested strategies Students develop research and social skills through finding out about the Aboriginal history of their local area, region and Australia. Students interact with a range of Aboriginal people. Students recognise and appreciate Aboriginal heritage which can involve acknowledging and valuing local places of heritage significance. Students identify prejudice and actively counter prejudice in positive ways to contribute to Reconciliation. See page 14 in this document for strategies and resources for countering prejudice but keep in mind that the most effective way is to get to know others as individual human beings. Whole school performance involving song, play, puppetry, poetry and visual art based on resources from Aboriginal voices: activities and resources for English and adapting Arts ideas from the Aboriginal perspectives across the curriculum folder, p Suggested resources DECS curriculum resources and many other resources listed below are available in many schools or can be loaned from the Aboriginal Education Resource Centre. Video tapes marked * are available from DECS Tape Services Ngadjuri: Aboriginal people of the Mid North Region of South Australia a full colour support book with information and suggested primary activities related to history, culture, language, archaeology, people today and a script for a historical activity. Aboriginal leaders: past and present, download resources to undertake a research based unit of work where students display and share their findings and the class communicate if possible with one or more leaders. Neilung and Kondili stories about migration, fishing birds, sea creatures, fire with activities from the DECS books Ngarrindjeri Dreaming stories and Ngarrindjeri people and environment: past, present and future.. Anangu studies and Ngarrindjeri studies, a cultural exchange program based on Pitjantjatjara people of NW of SA, Ngarrindjeri and Fleurieu schools Raukkan and other poems Margaret Brusnahan (Ngarrindjeri woman), Magabala Books 1992 My Girragundji: with my little frog, nothing can hurt me, Meme McDonald and Boori Monty Pryor, Allen and Unwin 1998 SACSA Standard 3 and 4 Outcomes: 3.8 At Standard 3, towards the end of Year 6, the student: Learns from rural and urban Aboriginal peoples and other minorities about their histories and present day experiences, and acts to counter prejudice. F T C p 315 Society and Environment, Cultures Strand 4.8 At Standard 4, towards the end of Year 8, the student: Demonstrates critical understanding of their own cultural practices in comparison to the histories, cultures and present day experiences of rural and urban Aboriginal groups, and acts for Reconciliation. F T C KC1 KC2 p 315 Society and Environment, Cultures Strand Aboriginal education for all learners in South Australia page 24

25 Aboriginal voices: activities and resources for English, DECS Too many Captain Cooks, Homelands and frontiers and Side by side, full colour illustrated picture history books by Alan Tucker, can be used to learn about contact history in Australia and also inspire learners to create artworks to 'tell' of historical incidents which they research themselves. Creating artwork using own symbols to tell an important story based on learning about Aboriginal art symbolism (traditional and contemporary) and copyright through the books Aboriginal art and the Dreaming and Aboriginal artists in South Australia and the unit of work from p 7.27 in the Aboriginal perspectives across the curriculum folder. Science: Emu, possum we want them back * video about scientists working with Aboriginal people in central Australia. Aboriginal education for all learners in South Australia page 25

26 Suggestions for Aboriginal studies for middle senior years 8-10 SACSA Key idea: Middle years 6-9 Students develop research and social skills that promote recognition and appreciation of the heritage of Australia's Aboriginal and Torres Strait Islander peoples and other groups. They develop the capacities to identify and counter prejudice and contribute to Reconciliation. F T C KC1 p 314 Society and Environment, Cultures Strand SACSA Key idea: Senior years Students research and critically analyse issues affecting their own, as well as other societies cultures. They do this through listening to speakers, planning and conducting interviews and social surveys, and using other methods of inquiry involving members of particular groups and institutions in society. In T C KC1 KC3 p 324 Society and Environment, Cultures Strand Suggested strategies Students compare their histories, cultural practices and present day lives to a range of Aboriginal peoples and appreciate what all have in common and how to live most effectively and respectfully as fellow Australians. Students compare for example one of their grandparents lives with life stories of one or two Aboriginal peoples, eg in the resources listed under Stolen generation below and consider access to opportunities, work, health, housing, privilege and how these affect issues today. Students gain greater understanding of Aboriginal and Torres Strait Islander people and culture through visual arts, literature such as poetry, life stories, short stories, film, drama performance, dance and science. Science; Design and Technology: Sustainable use of resources: what can we learn from the past for the future? Research at the South Australian Museum s Aboriginal cultures gallery with a specific technology or science focus, eg water use, extinct and endangered animals, fire-stick farming. Suggested resources DECS curriculum resources and many other resources listed below are available in many schools or can be loaned from the Aboriginal Education Resource Centre. Video tapes marked * are available from DECS Tape Services Our changing cultures A comparison of histories and cultures, past and present based on the students own lives as well as the books: The Kaurna people, The Adnyamathanha people and Ngadjuri: Aboriginal people of the Mid North Region of South Australia and other relevant resources including Aboriginal people from the community and visits to relevant places. Reconciliation, an adaptable year 8 strategy Unit of work based on the Women of the sun video series, excursion, guest speakers and linked to the role-play below Role play of Aboriginal history in South Australia since 1800 SACSA Standard 4 and 5 Outcomes: 4.8 At Standard 4, towards the end of Year 8, the student: Demonstrates critical understanding of their own cultural practices in comparison to the histories, cultures and present day experiences of rural and urban Aboriginal groups, and acts for Reconciliation. F T C KC1 KC2 p 315 Society and Environment, Cultures Strand 5.8 At Standard 5, towards the end of Year 10, the student: Identifies and analyses complex social, cultural and environmental issues and strategies, including selfmanagement and land protection, that are important to local and other Aboriginal peoples today. Id In T C KC1 p 325 Society and Environment, Cultures Strand Aboriginal education for all learners in South Australia page 26

27 Stolen generation unit of work looking at effects on people s lives through personal stories interaction or film, print or electronic sources. Responses to selected films from the list of Recommended films for Aboriginal studies and Reconciliation Topics could include: Films by Aboriginal film makers; Aboriginal actors; Aboriginal issues raised through film; Aboriginal humour in film; History through Aboriginal film; Aboriginal identity in film, and more Honeyspot reading/performance unit of work based on Jack Davis play from p Aboriginal voices: activities and resources for English Maybe tomorrow biographical novel by Boori Monty Pryor and Meme McDonald, Allen and Unwin, 1998 Frontier * video unit of work using other resources too, p from Aboriginal voices: activities and resources for English Poetry or Life story activities from p and p Aboriginal voices: activities and resources for English Video, songs, short stories, life stories, poetry, role-play, interview and humour adaptable from units of work, p and p from Aboriginal voices: activities and resources for English Kaurna walking trail an activity starting at the Reconciliation sculpture at the Adelaide Festival Centre then the River Torrens and vicinity. It can include an art focus depicting past, present and futures: people, plants, birds, landscape Responses to films chosen from Films for Aboriginal studies and Reconciliation Study the diversity of Aboriginal artists and their work using the texts Aboriginal art and the Dreaming and Aboriginal artists in South Australia Science and Society and Environment: Use the download Planets and constellations to learn about Aboriginal perspectives on the night sky. Health and PE; Science: Survival using the film The human race about a 500 km walking race in the Kimberley. Geology: Trade routes video describes how stone and other items have been traded in Australia s past. View and discuss Babakiueria* and/or a Tracey Moffat video and utilise units of work from p Aboriginal voices: activities and resources for English. Attend an arts performance, eg at Come Out or Adelaide Fringe Festival and follow up with questions and answers and a critical review. Suggestions for Aboriginal studies for senior years Refer to for curriculum statements and support material for SACE Stage 1 and SACE Stage 2 Aboriginal studies. For Aboriginal perspectives in other SACE curriculum, adapt content from the following pages. Aboriginal education for all learners in South Australia page 27

28 Aboriginal perspectives across the curriculum Arts Forward plan for students to attend Aboriginal cultural events at the Adelaide Fringe, Come Out Festival or to participate in Crocfest or Wakakirri. Learn about diversity of traditional and contemporary Aboriginal and Torres Strait Islander arts throughout Australia using recommended resources Understand the link between traditional Aboriginal art and the Dreaming, ie story, particular environment and its features, human behaviour and spiritual beliefs and law Use knowledge gained about Aboriginal arts, develop symbols to tell an important story using learners' own symbols through visual art, dance, drama, song and/or media View Moorditj CD Rom features a wide range of Aboriginal artists and authors from throughout Australia. Read about Yvonne Koolmatrie, Aboriginal fibre artist on then Life stories Find out about Aboriginal people working in multi media and television Research websites containing information about Aboriginal people in Arts Appreciate the antiquity of Aboriginal arts and ways they have adapted and changed and are valued and issues surrounding contemporary Aboriginal arts, eg copyright infringement Carefully observe animals and birds in nature and symbolise their appearance, behaviours, tracks, habitats and movements through visual art, dance and drama. To contact Aboriginal performance groups go to cument/sa_experiences_indigenous_fact_sheet.pdf Learn about careers for Aboriginal people in the arts such as painters, illustrators, curators, film makers, actors, directors, set and costume designers, storytellers, writers, dancers, choreographers, musicians, singers, songwriters, interviewers, presenters, researchers through books, videos, information technology and personal communication, including places where further education and training is available Refer to books Aboriginal art and the Dreaming and Aboriginal artists in South Australia (sent to all DECS schools in late 2006) and read relevant sections of the Aboriginal perspectives across the curriculum folder. Both can be borrowed from the Aboriginal Education Resource Centre. Search ideas at after clicking on Aboriginal perspectives > Arts in the left menu column. Download the handout Ways to use the book Aboriginal artists in South Australia Originally sent to all schools in Australia in 1996, updated copies together with teacher s notes are available free to schools which join (also free) the Dare to Lead program. Support materials include 150 units of work, R-12, based on Moorditj. A site licence costs $77. Aboriginal education for all learners in South Australia page 28

29 Design technology Value traditional knowledge regarding appropriate and sustainable technology, using only what is needed, using local natural materials. Today, many Aboriginal crafts continue use of locally available natural materials, like mats and baskets made from hard wearing sedge grass found along creeks and soakages. Read relevant sections of the Aboriginal perspectives across the curriculum folder. View the videotape The Aboriginal art of string making with Rick Roser Highly recommended video for all ages. It shows Rick, from SE Queensland, making string first out of the inner bark of a wattle tree, though he says Kurrajong is the best tree. Such string was used to make nets for catching birds, fish and mammals. It is rolled on the thigh then plied. Rick then makes string out of his own hair uses a simple spindle made out of two sticks. The Aboriginal art of Fire-Making is another video from the same source. A good video to show when using the A piece of string unit of work in the Aboriginal perspectives across the curriculum folder. It would also complement a before or after visit to the South Australian Museum to see examples of string make throughout Aboriginal Australia. Appropriate technology is used at Ernabella in the north-west of South Australia, where the Anangu women use Indonesian designed tjantings to place wax on silk and cotton fabric to make beautiful walka (designs) such as on this silk scarf by Angkuna. This information and more about technology and visual arts can be found in the DECS book Aboriginal artists in South Australia sent to all DECS schools in Identify and collect materials then participate, preferably with Aboriginal and/or Torres Strait Islander people, in making traditional items such as twine, baskets, mats, wooden implements, fishing spears, building of model size shelters, tanning or otherwise treating animal skins in order to appreciate traditional technological expertise, knowledge and skills. Visit campsites, museums or Aboriginal community centres, preferably with Aboriginal people, to learn about traditional and contemporary technology and issues. Design websites, databases, displays relevant to Aboriginal culture, eg based on suggestions in Ngarrindjeri people and environment: past, present and future (DECS 2001). This book was sent to all primary schools but is also relevant to secondary schools. Is transport a theme or topic in your class? If so, go to the download Aboriginal perspectives on transport on Make a boomerang - the Boomerangs CD Rom, available from the South Australian Museum Shop features a gallery of boomerangs with information about their various purposes and origins. You can virtually throw a boomerang and watch its flight path depending on velocity, angle and more. It explains why boomerangs fly, it the Benoulli principle and gyroscopic precession. Plans can be downloaded for making 3 kinds of boomerangs, solid wood, plywood and cardboard. The Centre for Appropriate Technology Inc, based in Alice Springs, Aboriginal education for all learners in South Australia page 29

30 provides advice and sells products suitable for bush environments, eg a wheelchair which has puncture proof tyres, is low to the ground and can be pulled along. For more info, go to Aboriginal technology illustrated book series by Alex Barlow 1994 Macmillan Education Australia includes: Fibrecraft; Watercraft; Boomerangs and Throwing Sticks; Women s Technology. The craft of the stone: Aboriginal technology (1987) Alex Barlow, Macmillan Company of Australia. Fibrecrafts in the ATSIC Aboriginal Australia Culture and Society booklet series, featuring Aboriginal fibrecrafts and including explanations of sources of fibre; preparation; dyeing; string; rope; string bags, diagrams of knotting and weaving techniques; baskets; other fibre products; ceremonial items and Aboriginal fibrecrafts today. Learners can visit or stay at Camp Coorong to learn traditional weaving techniques. Aboriginal bark canoes of the Murray Valley (1972), Robert Edwards, Rigby, Adelaide. An 80 page book with many black and white illustrations, maps and some colour photographs with text. Bush mechanics videos series from They feature humorous and other re-enactments by Aboriginal people of ways to fix vehicles in the bush, a long way from a garage. See also English Implement strategies using Aboriginal people's storytelling, life stories, poetry, Dreaming stories, song, media, plays, fiction using the book Aboriginal voices: activities and resources for English Organise visits from and to Aboriginal storytellers, poets, singers, and attend drama performances and view film by and/or about Aboriginal people Interact with people in careers related to English and Aboriginal languages in writing, research, translation, editing, acting Critically analyse text from the perspective of racism using the book Countering racism Find out about aspects of Aboriginal English and Aboriginal languages, eg different grammatical structures, word borrowing from and into English, locating patterns of place names, pronunciation, survival and revival of Aboriginal languages through Aboriginal voices: activities and resources for English and the following resources: Aboriginal artists in South Australia, Department of Education, Training and Employment, Adelaide, 1998 (includes transcriptions of a wide range of interviews with Aboriginal people throughout South Australia showing examples of Aboriginal English and Aboriginal languages). This book was sent to all DECS schools in Australia's indigenous languages, edited by David Nathan, Senior Secondary Assessment Board of South Australia, Wayville SA 1996 Reviving languages (video), Department of Education, Training and Employment, Adelaide, 1999 Aboriginal education for all learners in South Australia page 30

31 Health and physical education Discuss importance of health care knowledge and strategies for preventing or minimising diseases, eg diabetes, high blood pressure, heart disease Be aware of the importance of consulting local communities regarding need or not for separate classes at times for boys and girls for learning about sexuality Be sensitive regarding health care issues for particular groups, eg need for female Aboriginal health care workers, taking preventative and health care education to Aboriginal people, building on traditional knowledge Consider holistic health concepts in traditional Aboriginal life through spiritual, environmental, mental, physical well-being. Physical health was maintained through daily exercise in hunting and gathering, dance, whole foods, healthy foods Find out about contemporary Aboriginal community strategies for promotion of good health, preventing substance abuse, sexual health and safety, anger management, healthy babies, family well being courses, hygiene, healing, bush foods Have learners research Aboriginal careers and role models linked to healthy lifestyles, eg sports and sports medicine, dancers, community leaders, health workers, healers, nurses and doctors Critically analyse the impact of the past 200 years of Australian history on health of Aboriginal people through disease, violence, effects of unhealthy 'fast food' rations and sedentary lifestyles, removal from land and family through repressive legislation to reclaiming of culture, land, language, traditions, customs and possible futures Read relevant sections of the Aboriginal perspectives across the curriculum folder and obtain the 'Aboriginal perspectives in health' and 'Aboriginal perspectives in physical education' handouts from the Aboriginal Education Resource Centre Languages Learn from and with Aboriginal people knowledgeable of particular languages When teaching world languages, compare or translate information from Aboriginal people, eg life stories, history, words and phrases Teach Aboriginal language as first language maintenance, second language learning, language revival or language awareness. Be aware that Aboriginal language revitalisation, renewal and reclamation are terms currently used. Learn about Aboriginal languages, including Aboriginal English Learn about an Aboriginal group's culture and aspects of their language, preferably local Sensitively translate accurate information about Aboriginal or Torres Strait Islander people into another language Learn about work and careers linked to transcribing, translating, publishing, illustrating, teaching Aboriginal languages Aboriginal education for all learners in South Australia page 31

32 Find out more from Aboriginal Languages curriculum personnel and Resources Aboriginal artists in South Australia, Department of Education, Training and Employment, Adelaide, 1998 (includes transcriptions of a wide range of interviews with Aboriginal people throughout South Australia showing examples of Aboriginal English and Aboriginal languages). Alive and deadly: reviving and maintaining Australian Indigenous languages, Commonwealth Department of Employment, Education and Training, 1995 Australia's indigenous languages, edited by David Nathan, Senior Secondary Assessment Board of South Australia, Wayville SA 1996 Langwij comes to school: promoting literacy among speakers of Aboriginal English and Australian Creoles, Commonwealth Department of Employment, Education and Training, undated Pitjantjatjara and Yankunytjatjara language teaching support documents Stage A R-2, Department of Education, Training and Employment, Adelaide Reviving languages, Department of Education, Training and Employment, Adelaide, 1999 Talkin' language: Indigenous languages in school and early childhood programs, Department of Education, Training and Employment, Adelaide Mathematics Link mathematics to relevant and real contexts Critically analyse statistical information about Aboriginal people Use a range of different methods including mapping, making scale models and scale drawings Read relevant sections of the Aboriginal perspectives across the curriculum folder and obtain the 'Aboriginal perspectives in Mathematics handout from the Aboriginal Education Resource Centre Use the Adapt, Adopt Share unit Making a tourist guide (DETE 1996) which illustrates a successful contextual learning model for Aboriginal students Read about Aboriginal cultural mathematical concepts in Maths Aboriginal Cultural perspectives handout from the Aboriginal Education Resource Centre, Enfield Aboriginal education for all learners in South Australia page 32

33 Science Research how and why Aboriginal people and scientists can learn from each other and are working together in researching flora, fauna, (eg through video Emu, possum, we want them back) land management, site management, health care Read the book From ochres to eel traps, available through Science Educators Association ACT (1999) Find out about Burarra gathering an interactive learning activity on-line at and hands-on at Tandanya, developed by Questacon Science Centre and the Investigator Science and Technology Centre. Learn about Aboriginal people working as scientists and in other careers related to science and Aboriginal culture Compare western science with how traditional Aboriginal scientific knowledge is holistic and contextual, and based on thousands of years of knowledge handed down Learn about Aboriginal people working in archaeology, natural resource management, in museums, aquaculture, agriculture horticulture, conservation, tourism and land management Study how Dreaming stories incorporate scientific knowledge about particular environments including appearance, features and/or behaviour of specific flora and fauna Research Aboriginal names, common names and scientific names for plants, animals are compare classification systems and appropriate purposes for each Research traditional knowledge of Aboriginal and Torres Strait Islander people of astronomy, seasonal changes, plant uses for foods and medicines, protection of species through totems, sustainable use of resources and the importance of all this knowledge for Australia's future Explicitly teach reasons for learning scientific knowledge, skills and processes Make links between science theory and the natural world explicit to learners, eg where chemicals come from in nature, bush food and medicine, practical examples of physics used by Aboriginal people in the past and present eg spear throwers, athletics. The SA Museum s Boomerangs CD Rom includes physics information and a game where you can throw a boomerang on the computer and by altering its velocity, angle and direction, its various flight paths are tracked. Find out about items traded in the past and link to geology. The video Trade routes (Marcom Projects ) is recommended. Explicitly teach subject specific language Analyse how Aboriginal people maintained sustainable lifestyles and environments for many thousands of years and discuss what is meant by being sustainable Read relevant sections of the Aboriginal perspectives across the curriculum folder and obtain the 'Aboriginal perspectives in science' and Astronomy and Australian Indigenous peoples handouts from the Aboriginal Education Resource Centre Aboriginal education for all learners in South Australia page 33

34 Society and environment Units of work in Aboriginal studies will invariably produce outcomes which link to all society and environment strands as well as other cross curriculum learning areas. Acknowledge that Aboriginal Australia consists of approximately 300 groups each with their own country, stories, languages or dialects and traditions, some of which are not now known and refer often to the map of Aboriginal Australia available from map shops. The Land tenure map is good for teaching about native title and land rights. Learning should reflect a diversity of Aboriginal and Torres Strait Islander experiences and include skills of mapping, document studies, oral history, critical analysis of contemporary issues, excursions to relevant places, visits from and to Aboriginal people, role-play of Aboriginal history Australia has a rich Aboriginal cultural heritage from which all Australians can benefit. Find out how for thousands of years Australia was managed in sustainable ways through economic land management, story, law, cultural beliefs and practice. It has taken 200 years for most non-aboriginal Australians to even think about beginning to live in a sustainable ways with this land, to value its distinctive difference from other countries and to value the rich, dynamic cultural heritage of its original custodians. Research destructive practices of the past and ways damage is being repaired. Seek advice from Aboriginal people with knowledge of land care practices. Each learner should having a growing knowledge and understanding of Aboriginal heritage, experiences and issues past, present and future as they proceed through years of schooling Find out about Aboriginal people and careers in community management, politics, law, religion, culture teaching, tourism, business, natural resource management, mining, land care, government, archaeology, anthropology, surveying, site recording, fisheries and farming Use recommended resources, read relevant sections of the Aboriginal perspectives across the curriculum folder and download handouts of various role plays of Aboriginal history from website or from the Aboriginal Education Resource Centre, tel: Keep positive, guilt does no one any good! Search Aboriginal studies suggestions for early, primary, middle and senior years at Tourism information is provided by Tourism SA through brochure available at cument/sa_experiences_indigenous_fact_sheet.pdf Aboriginal education for all learners in South Australia page 34

35 Society and environment The following are the key ideas and outcomes from the societies and cultures strand which explicitly include Aboriginal perspectives. Band key ideas Early years R-2 Children identify and explore patterns in the traditional stories, practices and present day lives of Indigenous and non-indigenous Australians, and peoples elsewhere in the Asia-Pacific region. F In C KC1 KC6 p 312 Primary years 3-5 Students enhance their skills in learning from, and communicating and interacting with, groups, including Aboriginal and Torres Strait Islander communities. They do this to value cultural diversity and play a part in Reconciliation. In T C KC2 p 252 Outcomes 1.8 At Standard 1, towards the end of Year 2, the student: Listens to and retells local Aboriginal stories and stories from cultures other than their own, and explains their relevance for Australians. F In C KC2 p At Standard 2, towards the end of Year 4, the student: Describes the diversity amongst Aboriginal and Torres Strait Islander peoples and their cultures, past and present, and moves for Reconciliation. F T C KC2 p 253 Middle years 6-9 Students develop research and social skills that promote recognition and appreciation of the heritage of Australia's Aboriginal and Torres Strait Islander peoples and other groups. They develop the capacities to identify and counter prejudice and contribute to Reconciliation. F T C KC1 p 314 Senior years Students research and critically analyse issues affecting their own, as well as other societies cultures. They do this through listening to speakers, planning and conducting interviews and social surveys, and using other methods of inquiry involving members of particular groups and institutions in society. In T C KC1 KC3 p At Standard 3, towards the end of Year 6, the student: Learns from rural and urban Aboriginal peoples and other minorities about their histories and present day experiences, and acts to counter prejudice. F T C p At Standard 4, towards the end of Year 8, the student: Demonstrates critical understanding of their own cultural practices in comparison to the histories, cultures and present day experiences of rural and urban Aboriginal groups, and acts for Reconciliation. F T C KC1 KC2 p At Standard 5, towards the end of Year 10, the student: Identifies and analyses complex social, cultural and environmental issues and strategies, including self-management and land protection, that are important to local and other Aboriginal peoples today. Id In T C KC1 p 325 Essential learnings: F Futures Id Identity In Interdependence T Thinking C Communication. Key Competencies: KC1 collecting, analysing and organising information; KC2 communicating ideas and information; KC3 planning and organising activities; KC4 working with others in teams; KC5 using mathematical ideas and techniques; KC6 solving problems; KC7 using technology Aboriginal education for all learners in South Australia page 35

36 Resources to support Aboriginal studies and perspectives and countering racism Ngarrindjeri Dreaming stories Sent to all DECS primary schools in Six Ngarrindjeri stories, illustrated by Ngarrindjeri artist Jacob Stengle. Includes a pronunciation guide and some background information. It should be used in conjunction with Ngarrindjeri people and environment: past, present and future. $33.00, 36p full colour, Limited copies available for sale through Aboriginal Education Resource Centre, tel Ngarrindjeri people and environment: past, present and future Sent to all DECS primary schools in Copies can be borrowed from the Aboriginal Education Resource Centre. Full colour, includes Dreaming stories of Neilung and Kondili, interviews with a range of Ngarrindjeri people, pictures and information about use of plants and a role play of Ngarrindjeri history since 1800 as well as lots of activities to appreciate the richness of the total of eight Dreaming stories within this book and Ngarrindjeri Dreaming stories. A crosscurriculum approach supports learning in years p. full colour, Aboriginal voices: activities and resources for English R-12 Out of print but sent to all schools in SA and available for loan through the Aboriginal Education Resource Centre (see front page) Supports perspectives in English R-12. Chapters include Dreaming stories and Torres Strait Islander legends; Life stories; Fiction: novels; Fiction: short stories; Poetry; Songs; Plays; Film; Media; and Aboriginal languages. In each chapter there is a learning focus, background information, student activities and teaching examples from practising teachers, followed by a listing of annotated recommended resources. There are extracts of Aboriginal voices in the forms of poetry, fiction, oral history, a statement and an interview transcript and which can be copied for classroom use. 140p Kaurna meyunna, Kaurna yerta tampendi: Walking Trail Guide A booklet supporting self-guided walks to learn about Kaurna history and culture including the Reconciliation sculpture at the Adelaide Festival Centre, as well as several sites around the nearby River Torrens and near city, adaptable for early to senior years. 36p $5.00 from Migration Museum, Adelaide Festival Centre, Tandanya, SA Museum, Art Gallery of SA, The Environment Shop, Global Education Centre, Murphy Sisters Bookshop, South Australian Visitor & Travel Centre, Aboriginal Education Resource Centre, Enfield. Complimentary copies were sent to all schools in SA as well as DECS preschools from the Graham F Smith Peace Trust. Aboriginal education for all learners in South Australia page 36

37 Aboriginal artists in South Australia Features colour photos of a wide range of artists, their artwork and interviews in their words. A free handout is available which includes many ways to use this book across the curriculum. $44.00, 116p, full colour, Sent to all DECS schools in Copies can be borrowed from the Aboriginal Education Resource Centre or purchased through sasose@adam.com.au. Aboriginal art and the Dreaming: teaching about Aboriginal art, craft and design Background information about both traditional and contemporary art, resource lists, sensitive issues, lots of ideas for class activities, colour and black and white photos. Units of work include rock art, dot and bark painting, sculpture, book illustration, print making, crafts, weaving, film and photography, product, environmental and communication design. Whilst initially written for secondary schools, a great many educators have used this book for R-7 too. Years R-12, $33.00, 148p, Borrow from the Aboriginal Education Resource Centre or purchase through sasose@adam.com.au Countering racism: using a critical approach in teaching and learning contexts to explore portrayals of Aboriginality Units of work using a critical approach to explore texts eg video, postcards, sculpture, picture books and lyrics in music. Useful strategies to explore values and beliefs about race and racism. Annotated bibliography, info. sheets included. Years 6-12, 124p, Borrow from the Aboriginal Education Resource Centre. Contextual teaching and learning: a strategy for improving educational outcomes for Aboriginal learners Designed to support educators of Aboriginal learners, from reception to year 10. Includes 14 units of work developed by educators from various settings in South Australia, country and metropolitan. Units vary from 5-12 weeks. Focus of units varies from English, literacy, mathematics, numeracy, society and environment, arts. Links are made to SACSA. Years R-10, 198p, Borrow from the Aboriginal Education Resource Centre. Cycles for success: action research as a tool for improving outcomes for Aboriginal learners A result of action research projects by educators who have described their processes to share with others in the education system, to challenge other educators to markedly improve learning outcomes for Aboriginal children and students. Included are the model, reflective stories and overview. Borrow from the Aboriginal Education Resource Centre. Aboriginal perspectives across the curriculum (out of print but sent to all schools in SA). A folder which includes lots of ideas on how to include Aboriginal perspectives and viewpoints in classroom activities in all of the eight learning areas. Each section has background contextual information as well as practical activities as taught by practising teachers. 358p, Borrow from the Aboriginal Education Resource Centre. Aboriginal education for all learners in South Australia page 37

38 Partnerships for success (details coming) Moorditj CD Rom features a wide range of Aboriginal artists and authors from throughout Australia. Originally sent to all schools in Australia in 1996, updated copies together with teacher s notes are available free to schools which join (also free) the Dare to Lead program. Additional resources are also available through Dare to Lead either free or at reduced cost as well as professional development. Support materials include 150 units of work, R-12, based on Moorditj. A site licence costs $77. The Dreaming DVD series includes a wide range of animated Dreaming stories from around Australia as well as interviews with the storytellers. It is available at low cost to schools which are members of the Dare to Lead Coalition. If showing these, ensure that children view the actual storyteller and/or interact with Aboriginal people in person to ensure children realise that contemporary Aboriginal people wear western clothes, except when the exceptionally few are performing dance or ceremony. Pic coming Voices of Australia: 30 years of the Racial Discrimination Act: Around 100 stories about people s experiences of race relations in Australia over the past 30 years. Many more have been placed on the website Recorded audio interviews have been produced on an accompanying CD. These can be downloaded to hear and experience the stories directly. Complementary curriculum-linked education resources for primary and secondary schools to support classroom discussion or racial issues will be produced. Free copies (while stocks last) can be obtained from the Human Rights and Equal Opportunity Commission, tel: (02) , fax (02) The 1967 referendum: South Australian education pack The 1967 Referendum was a vote to end discrimination against Indigenous Australians in the Australian Constitution. Across the country the vote was overwhelmingly yes, representing a landmark in relations between Indigenous and non-indigenous Australians. This pack provides curriculum support and links for early to senior years students. The booklet was sent to all schools in April It is also accessible at Why me? 5 stories of removal from family and country a DVD available from SA Link Up, Nunkuwarrin Yunti, tel: Pic to come Aboriginal education for all learners in South Australia page 38

39 Aboriginal Studies for years R-7 The following units were first published in 1988 for years R-7. They can still be used today by adapting them to current SACSA outcomes. Additional copies may be available through the DECS Aboriginal Education Resource Centre. Three Aboriginal Dreaming Stories : Boney Bream (Thukeri), Magpie, The Crow And The Eagle (Urrakurli, Wakarla, Wildu), Winda The Owl. DVD The stories complement the DECS R-3 Aboriginal Studies units. Purchase through VHS $39.95 / DVD$39.95 (+ plus P&H) Ourselves and Others A study of 'me', 'my' feelings, 'my' senses and body, the unit proceeds to 'my' family, on to children of different backgrounds and Aboriginal people in Australia. A special focus is the lifestyle of Pitjantjatjara children and the unit concludes with a sharing of knowledge. Years R-3, 1988 Home The concept of home as a place where people live and belong, including Aboriginal homes. The children learn how the wiltja of the Pitjantjatjara people is built and participate in the Pitjantjatjara games, stories and role play of daily life. Years R-3, 1988 Winda: a Narrunga Dreaming Story Winda the owl is a Narrunga Dreaming Story and, together with a recently composed song version with Narrunga words, develops an understanding of Narrunga culture and what Dreaming Stories teach. Years R-3, $9.90, 1988 Thukeri: a Ngarrindjeri Dreaming Story The story of Ngurunderi, the creator, and the bony bream helps children develop an understanding of the Dreaming and the purpose of Dreaming Stories. There is a song version with Ngarrindjeri words. Years R-3, $9.90, 1988 Urrakurli, Wakarla and Wildu: an Adnyamathanha Dreaming Story The story of the magpie, crow and eagle illustrates the role of Dreaming Stories in the education of Aboriginal children. The suggested activities range from an excursion to making a model of a mountain and cave and expression of the story through art, music and dance. Years R-3, $9.90, 1988 Mar the cockatoo: a Boandik Dreaming story The story of Mar, the keeper of fire which helps students increase their understanding of Dreaming stories and what they teach. They learn about the Boandik people and their culture, then present their learning to others. A song with Boandik words is included. Years R-3, $9.90, 44p, 1991 Mar the cockatoo: The video The video includes the story of how fire was kept by Mar acted out by children using puppets, the song and some Boandik vocabulary. Years R-3, 1991 Available through VHS $39.95 plus p+h. The Dreaming and the environment Aboriginal Dreaming and its association with particular sites, including Mt Lofty, Wilpena Pound and Lake Eyre. Students learn through storytelling, activities, performance, art, mime and dance. Years 3-4, 1988 The Kai Kai nature trail: a resource guide for Aboriginal Studies The trail is part of the Katarapko Game Reserve in the Riverland of SA, near Winkie. It complements the book The Ngarrindjeri people. There are 20 marked sites to teach about nature and Aboriginal culture and Aboriginal education for all learners in South Australia page 39

40 several Dreaming stories are included. Years R-12, 52pp Aboriginal Studies for years 8-12 Copies may be available through the DECS Aboriginal Education Resource Centre. The Kaurna people: Aboriginal people of the Adelaide Plains A study of an Aboriginal group from an area now occupied by a capital city. It includes an Australia wide perspective, traditional life, the invasion years and self-determination for present day descendants from whom there are many quotes. 1989, Years 8-10, 268pp, Borrow from the Aboriginal Education Resource Centre. The Kaurna people video features three Kaurna people and environment, available from The Ngarrindjeri people: Aboriginal people of the River Murray, Lakes and Coorong. Maps, illustrations, photographs and extensive quotes from Ngarrindjeri people and others who were the original inhabitants of the areas along the River Murray, Lakes and Coorong. It includes an Australia wide perspective, traditional life, the invasion years and present day perspectives. 1990, Years 8-10, $22.00, 224pp, 1990 The Adnyamathanha people: Aboriginal people of the northern Flinders Ranges. Maps, illustrations, photographs and extensive quotes from Adnyamathanha people. It includes an Australia wide perspective, traditional life, the effects of explorers, pastoralists and missionaries and present day perspectives. 1992, Years 8-10, $22.00, 264pp, 1992 Adnyamathanha yarta nakuntha: Flinders Ranges field trip video A videotape to promote field trips for teachers to learn in Aboriginal ways about the Dreaming, the environment and the links with the classroom. Available through Aboriginal land rights (What does everyone else think? What do you think?) Students consider this controversial issue from a range of historical and cultural perspectives and research evidence. Students develop skills to deal appropriately with controversial cultural, legal and political issues in general. It includes quotes from a wide range of Aboriginal and other people, maps, cartoons and other information. While this document was published some time ago, the process is still highly relevant. Years 10, SACE Stage 1, 80pp SACE Stage 1 and 2 (year 11 and 12) Aboriginal Studies Curriculum statements, download from Aboriginal education for all learners in South Australia page 40

41 Downloads on educators > Resources Films and book relating to Aboriginal history in the 1960s, a time a positive change. Ideas based on the books `Aboriginal artists in South Australia` and `Aboriginal art and the Dreaming` Colour map of Aboriginal Australia by David Horton, Australian Institute of Aboriginal and Torres Strait Islander Studies Test yourself or share this activity with students or friends A strategy for teaching with an extensive resource list A beginner`s guide to teaching and learning advice relating to Aboriginal learners as well as Aboriginal studies and perspectives for all learners, resources and weblinks Books, videos, web and people resources Suggestions for resources and activities re freshwater Ideas for Aboriginal perspectives for `transport` theme learning Websites, books and videos for students to research Resources to support Aboriginal studies and perspectives Good practice shared from Port Elliot Primary School where students learn about Ngarrindjeri peoples of the Coorong as well as Anangu people from the north west of South Australia A story told by Kevin (Dookie) O`Loughlin with map and suggested activities A brief description of state, national and international legislation dealing with racism Strategies for teaching about Dreaming stories which involve birds, strategies for realistic drawing and nature observation for R-9 learners History activity suitable for middle and senior years learners 1960s Aboriginal history resources Aboriginal art teaching strategies Aboriginal Australia map Aboriginal Australia quiz and answers Aboriginal Dreaming stories and Torres Strait Islander legends as a source of cultural information Aboriginal education for all learners Aboriginal English and English as a second language support for Indigenous learners Aboriginal people and the armed services Aboriginal perspectives on the Freshwater theme Aboriginal perspectives on transport Aboriginal role models resource list Activities, excursions and camps Anangu studies and Ngarrindjeri studies Buthera`s Rock - Narungga Dreaming story Countering Racism - legislative framework Dreaming stories and birds Eyre Peninsula Aboriginal Aboriginal education for all learners in South Australia page 41

42 history activity Questions and answers about refugees, migrants and Aboriginal people and issues Film descriptions and where they can be obtained Teaching suggestions for film `Fly, peewee, fly` Words in a range of Aboriginal languages for the song `If you`re happy and you know it...` Illustrated information of traditional Aboriginal games from around Australia adapted for today, on the Australian Sports Commission website Illustrated games from Indigenous Australia, adapted for today, from the Australian Sports Commission website A comprehensive list of resources which can be used in teaching about Kaurna people of the Adelaide Plains A 2-3 hour gentle historical/cultural walk around the Torrens Lake in Adelaide, self-guided or with a guide Kondili the whale Dreaming is a shared story between the Kaurna and Ramindjeri peoples of South Australia Listen to and/or download the MP3 song file List of maps useful for Aboriginal studies `Nana`s gift` is a story book by Margaret Brusnahan Books, videos, DVDs, handouts, websites for learning about Narungga Ways to use the new Ngadjuri book with learners R-12 A website of the South Australian Museum images and information about Ngarrindjeri people of the River Murray, Lakes and Coorong Information about and description of strategies which can be used by educators of students from primary years upwards, which build on numeracy strengths in South Australian Indigenous communities Reconciliation unit of work from Mt Gambier North Primary School An excellent activity to help develop empathy and understanding of Aboriginal peoples` history in South Australia Book, video and activity resources for teaching about the `stolen generation` Specific legislation and policy affecting Aboriginal people in Australian including `protection`, `assimilation` and `selfdetermination` with differences between states shown also Face the facts Films for Aboriginal Studies and Reconciliation Fly, peewee, fly - film by Sally Riley If you`re happy and you know it (song vocab) Indigenous Traditional Games - adult Indigenous Traditional Games - children`s Kaurna resources for schools Kaurna walking trail Kondili the whale - teaching support materials Kondili the whale song by Buck McKenzie Maps Nana`s gift: suggested activities Narungga resources for schools Ngadjuri learning activities Ngurunderi: a Ngarrindjeri Dreaming Numeracies in Indigenous communities (2.3Mb) Racism discussion points Reconciliation - a unit of work for primary years Role play script for `Aboriginal history in SA since 1800` Stolen Generation resources Timeline of legislation affecting Aboriginal people Aboriginal education for all learners in South Australia page 42

43 A list of recommended sites for children and students to learn about Aboriginal people, culture, history and issues Story told by Kevin (Dookie) O`Loughlin with activities, song lyrics and pictures Advice for schools and for Aboriginal community members working in schools Websites for Aboriginal studies Winda the owl, a Narungga Dreaming story Working with Aboriginal hourly paid instructors Useful links for educators of Middle School Indigenous students A range of Middle Years publications from the Australian Curriculum Studies Association A Report about Literacy and Numeracy Development of a Target Group Students in the Middle Years of Schooling, provides a useful national coverage of approaches assisting the literacy and numeracy development of targetted Australian students Yrs 5-19 A career and life skills education programme that would help students see the connection between school studies and life after school. Highly recommended and trialed at Ceduna AS and Pt Augusta SS. ACSA Middle Years publications Beyond the Middle The Real Game Aboriginal education links National Aboriginal and Torres Strait Islander Education Network Website outlining the results of the Strategic Results Projects with Indigenous learners from preschool to secondary: lots of useful strategies in attendance, partnerships, and explicit teaching to examine Dare to Lead:taking it on is an initiative of the profession and specifically of the Australian Principals Associations Professional Development Council (APAPDC) acting on behalf of it members and their associations. This is a working document that attempts to maintain a catalogue of all current WWW sites by, for or about Australian Aboriginal and/ or Torres Strait Islander people. Website aimed at improving the education outcomes of Indigenous learners through a focus on Aboriginal English. Full of resources, eg teaching strategies, readings, case studies and action research. The Wadu strategy has been developed to promote best practice vocational education programs through building partnerships between educators, businesses and communities. NATSIEW What Works Dare to Lead On-line IndigOz Web Directory ESL Indigenous project Wadu-net Language and Literacy Links Free online reading activities developed by the Curriculum Corporation features collections of carefully selected reading Reading Enriches Learning Aboriginal education for all learners in South Australia page 43

44 materials for students in the middle years of schooling. Each title has online teacher support, including activities and assessment. Online literacy support in all learning areas for Middle School learners. Developed in South Australia. Website developed by AATE and ALEA for DEST, supporting teachers of underperforming students in the middle years. The literacy and numeracy network provides learners, parents, educators and community members with a coordinated and streamlined source of information, advice, services and programs related to literacy and numeracy learning. The STELLA materials identify current best principles and practice for English Literacy teaching but they are not intended to be definitive statements that sign off on behalf of future members of the profession. They encourage continuing reflection. Part of the WhatWorks website: focuses on successful literacy programs for Indigenous learners. On-line Literacy for Middle Years MyRead The SA Literacy and Numeracy Network Standards for Teachers of English Language and Literacy in Australia (STELLA) Improving Outcomes in Literacy Useful links in mathematics and numeracy The ICSIMAN website exists to assist practitioners to network with each other and to share and develop professional and classroom materials on Indigenous numeracy and mathematics. It is hosted by the Australian Association of Mathematics Teachers. Maths300 is an exciting web-based service which aims to support teachers in the delivery of excellent mathematics education. It aims to resource members with extensive notes for, at least, 300 exemplary maths lessons (K-12). Part of the WhatWorks website: spotlights successful numeracy programs for Indigenous students Internet Community Supporting Indigenous Mathematics and Numeracy (ICSIMAN) Maths 300 Improving outcomes in numeracy Aboriginal education for all learners in South Australia page 44

45 Working with Aboriginal hourly paid instructors (HPIs) Advice compiled from a range of Aboriginal Education Workers Tasks for school based staff before the visit Plan with others what expertise is required for the particular purpose, where funding is available eg through District Aboriginal Education personnel (see Home page) and how much Access list of HPIs from District Aboriginal Education and their areas of expertise Plan times around the school timetable, preferably to involve the HPI for the whole day (3 sessions) Involve students in planning, then writing permission notes if needed Supply information about school rules (eg smoking), specific timetable and map, possible delays in payment Organise materials if required eg paint, paper, brushes, fabric, feathers Organise venue and equipment eg art room, video and monitor, video recorder, digital camera Organise for teachers to be actively involved (including behaviour management) and to help make curriculum links with learning areas, literacy, numeracy and technology Have students brainstorm questions to ask of the HPI then edit and send these beforehand, ensuring there are some open questions as well as closed questions Have additional questions prepared for shy HPIs which students could ask of the person Inform other staff/community of the future visit via day book, newsletter Seek permission for students/staff to record the visit on audio, video or by photographs Organise for particular students to welcome and thank the HPI and for all students to be prepared after to write/draw a personalised thank you Organise a backup plan Tasks for the HPI before the visit Register through District Aboriginal Education personnel as an HPI to obtain an ID number and so that your contact details and areas of expertise are known Negotiate and confirm payment, hours, times, travel arrangements Inform the school of materials, equipment and venue required Plan with school staff the details of the activity to be undertaken Confirm what is expected on the day eg times, activity, audience, answers to students questions and appropriate strategies for answering tricky questions If self-employed, have a tax invoice organised with relevant details If not self-employed, find out about establishing your own small business through ATSIC, TAFE so that your costs can be claimed on tax and payments made to you by invoice. An ATO (Australian Taxation Office) Statement by a supplier may be required to be signed. Aboriginal education for all learners in South Australia page 45

46 Tasks for school based staff on the day Inform staff through day book Arrange for the HPI to meet the Administrative staff Organise lunch and morning tea break as appropriate Ensure venue, equipment and materials are organised Ensure teachers are actively involved and managing student behaviour Have students welcome and thank the person and plan their personalised thank you notes which may take an additional lesson Seek and provide relevant feedback Provide a small gift eg school mug, flowers Tasks for the HPI on the day Arrive a little early and have relevant equipment and materials ready Be prepared to answer students questions Bring your map of the school to ensure you know your way around Be prepared to meet school staff Enjoy the activity Seek and provide feedback on what went well and what can be improved next time Follow up tasks for school based staff Organise payment paperwork promptly Students could write/draw personalised thank you notes and send these Letter from school to thank the person and provide feedback Provide a certificate to value the HPI s input Scan photos taken to make a card or other record of the visit for the HPI Students follow up visit with writing, talking, making a book, video, website Follow up tasks Build up a resume including feedback, photos, additional skills and knowledge Provide feedback to school Evaluate what went well, how the activity can be improved in future Inform other schools and/or District Aboriginal Education personnel of your availability, skills, knowledge and contact details Aboriginal education for all learners in South Australia page 46

47 Aboriginal education support services DECS Aboriginal Education Resource Centre Aboriginal Education Resource Centre located as at March 2007 at 5 Harewood Avenue, Enfield 5085, tel: or Sloan.John@saugov.sa.gov.au or Wanganeen.Dorothy@saugov.sa.gov.au. Links to the resource centre are on the website referred to below. The resource centre has a large collection of books, videos, kits and other resources for loan to schools, centres, university students and the public. Membership is free. DECS Aboriginal Education website provides resources on many aspects of teaching Aboriginal students and Aboriginal studies and perspectives and Reconciliation for all learners. Professional development Professional development support includes implementation of Aboriginal studies, Aboriginal perspectives across the curriculum, countering racism, contextual teaching and learning strategies, as well as specific support for literacy and numeracy strategies. DECS support in Central Office In DECS, Aboriginal education is everyone s business. There are some Aboriginal Education and Employment Services personnel at 31 Flinders Street, Adelaide, tel: The Aboriginal Early Childhood Team can be contacted on tel: , 31 Flinders Street, Adelaide. DECS support in District Offices There are Aboriginal Education personnel based in each DECS District. Contact details for District offices locations are as follows: Anangu lands office, 87 Folland Avenue, Northfield tel: Elizabeth office (Barossa, Kumangka Para, Salisbury), tel: Felixstow office (East, North East), tel: Flinders Park office (Inner South, Metro West, South West), tel: Kadina office (Wakefield), tel: Mt Gambier office (Limestone Coast) tel: Murray Bridge office (Hills and Murraylands), tel: Noarlunga office (Southern Sea and Vines, Wallara), tel: Port Augusta office (Northern Country) tel: Aboriginal education for all learners in South Australia page 47

48 Port Lincoln office (Eyre) tel: Port Pirie office (Flinders) tel: Riverland office (Riverland), tel: Other support APAPDC Dare to Lead provide professional development and subsidised resources for schools. APAPDC is the Australian Principals Association Professional Development Committee. SASOSE Council provides professional development for Aboriginal Studies by way of field trips, excursions and occasional workshops. Aboriginal cultural tours Adjahdura land Yorke Peninsula Quentin Agius, tel: Quentin can offer half day to 5 day tours with lower cost for school groups. Art Gallery of South Australia Education Service, tel: See a wide range of Aboriginal artists work as well as how Aboriginal people were depicted in colonial times. Botanical Gardens Education Service for Aboriginal plant use trails, tel: , meredith.steve@saugov.sa.gov.au Camp Coorong, tel: , nlpa@bigpond.com, camp for school and community groups run by Ngarrindjeri people Colebrook Home (Eden Hills and Quorn) visit the sculpture and park at the site of the former Colebrook Home on Shepherds Hill Road at Eden Hills. By prior arrangement a speaker could meet your group at the site. Contact through Avis on To visit the Quorn site of Colebrook Home, call Clara Johnson on Imbala Jarjum young Aboriginal group who perform dance, didgeridu and song performance for whole schools as well as individual class workshops. Write C/- PO, Mylor SA 5153 or tel: or sarah@imbalajarjum.com Aboriginal education for all learners in South Australia page 48